Survey, analysis and evaluation test on high voltage/current pulse transmission cables

A survey, analysis, and testing of available cable connector configurations were carried out in connection with transmission of high voltage/current to an exploding wire bridge. Transmission was desired at high efficiency with maximum cable flexibility, at minimum weight and size of the cable connector, with maximum cable length while maintaining applicable voltage/current pulse characteristics, and with due consideration to environmental parameters

Enhancing learning and assessment of pre-service teachers on practicum placements using mobile technologies with video capture

Across all educational jurisdictions, each year, large numbers of pre-service teachers are assessed for their suitability for teaching during their teacher education courses, in schools and institutions through practicum placements or workplace learning. Despite their widespread use, practicums can be notoriously variable and unreliable in terms of assessment (Rorrison, 2008) and in promoting professional learning (Grudnoff, 2011). The study reported through the publications explicit or referred to in this exegesis focused on the development of a mobile application (‘app’) to address the problems of assessment and professional growth. It was a specific response to the emerging use of mobile devices that utilise video capture, and their impact on assessing students in the practicum component of their training. It drew on existing knowledge of higher education assessments and teacher training assessments, including formative assessments and feedback, linked to the introduction of mobile devices with video capture capabilities. This study examined how mobile technologies, such as smartphones and tablet devices with multimedia capabilities, could address some of the problems faced by pre-service teacher students, their school-based supervisors and the university academics who manage the practicum assessment. The overarching research question of the study was: To what extent can disciplined and structured use of mobile technologies for practicums impact on pedagogy and assessment of professional experiences of pre-service teachers? The study employed a Participatory Action Learning Action Research (PALAR) methodology to address the extent to which disciplined and structured use of mobile technologies impacted on practicum feedback of professional learning experiences of pre-service teachers. The study entailed six participatory research cycles over a four-year period, each consisting of four main phases: planning, acting and observing, reflecting and replanning. A mixed methods approach was used within the observation phases of each cycle. Because of the cyclical features of action research, the study lent itself to publishing findings throughout the project, rather than a single thesis at conclusion. Thus, reports of the research following one or more cycles were published, and this document therefore, is an exegesis of the major papers that were published over the timeframe of the study. The exegesis seeks to unify the publications and provide common themes emerging from the research project. The findings from the several cycles showed that the introduction of mobile technologies had a major impact on the practices and outcomes of pre-service teachers’ practicum experiences. The inclusion of mobile devices with video capture positively impacted on the reflective practices of pre-service teachers as well as formative assessment and feedback for pre-service teachers by providing the opportunity for more detailed, ongoing analysis of pre-service teachers’ performances while on practicum. Findings from the school-based supervising teachers also confirmed the suitability of the ‘app’ for enhancing the practicum experience and its assessment. Further research is required to demonstrate the impact of the application on enhancing learning through the medium of curriculum standards in the school environment. In addition, there is a need to explore more broadly applied mobile feedback systems in the context of practicum assessments

Embodiment and Excess: Constructions of tattooed mothers in the UK

The rise in the popularity of tattoos over the past decade is evident, with recent figures suggesting that 1 in 5 people in the UK have a tattoo (YouGov, 2015). Tattoos are often perceived as a ‘masculine practice’, heavily raced and classed (Sargent & Corse, 2013), and represented negatively on women’s bodies. Tattooed women have been constructed as unattractive, promiscuous and loud (Swami & Furnham, 2007) as well as being linked to displaying aggressive behaviour (Swami et al., 2015). Stereotypes that centre on tattooed bodies are not the only ideologies formed for how women should or should not ‘be’ – there is also the example of mothering. In UK newspapers, there are discourses produced that centre on ideal motherhood – the way to act, to behave, to dress amongst other things (Hadfield, Rudoe, & Sanderson‐Mann, 2007). Young mothers are often vilified for their ‘poor choice’ to become a mother so young. They are subject to constant surveillance and scrutiny for how they live, including decisions about the ‘right’ way to spend their money. For these women, choosing to spend money on a tattoo becomes the subject of debate because, as tattoos do not serve the benefit of the child, they would be considered another one of those bad choices (McDermott & Graham, 2005). In this paper, we explore the class based focus on tattooed mother’s bodies, and unpack the constructions of these bodies as discussed by tattooed mothers. We argue that the discursive policing of the tattooed mother is achieved, at least in part, through a construction of a sense of a ‘right’ and a ‘wrong’ way to be a tattooed mother

The Mediating Effects of Time Management on Accounting Students’ Perception of Time Pressure, Satisfaction with the Major, and Academic Performance

We model a relationship between accounting students’ individual characteristics (locus of control and personal need for structure) and satisfaction with the accounting major and academic performance. We hypothesize that perception of time pressure on exams, time management behaviors, and perceived control of time mediate the relationship. We find that locus of control and desire for structure influence time management behavior. These behaviors, in turn, influence perceived control of time and satisfaction, but not performance. Our results suggest potential benefit of counseling accounting students on time management behavior

The Texture of Surficial Sediments in Western Long Island Sound off the Norwalk Islands, Connecticut

Grain-size analyses were performed on 69 samples from western Long Island Sound. The relative grain-size frequency distributions and related statistics are reported herein. Descriptions of the benthic character from video tapes and still camera photographs of the bottom at these stations, and 33 others, are also presented. The southern and eastern parts of the study area are dominated by poorly sorted clayey silts that have nearly symmetrical distributions. Gravelly sediments are prevalent in the shallow northwestern part of the study area, but are also present in central part of the study area. Bands of sand, silty sand, and sand-silt-clay occur on the flanks of the gravelly areas

Teachers' classroom feedback: still trying to get it right

This article examines feedback traditionally given by teachers in schools. Such feedback tends to focus on children's acquisition and retrieval of externally prescribed knowledge which is then assessed against mandated tests. It suggests that, from a sociocultural learning perspective, feedback directed towards such objectives may limit children's social development. In this article, I draw on observation and interview data gathered from a group of 27 9- to 10-year olds in a UK primary school. These data illustrate the children's perceived need to conform to, rather than negotiate, the teacher's feedback comments. They highlight the children's sense that the teacher's feedback relates to school learning but not to their own interests. The article also includes alternative examples of feedback which draw on children's own inquiries and which relate to the social contexts within which, and for whom, they act. It concludes by suggesting that instead of looking for the right answer to the question of what makes teachers' feedback effective in our current classrooms, a more productive question might be how a negotiation can be opened up among teachers and learners themselves, about how teachers' feedback could support children's learning most appropriately